LinguaFolio is a portfolio assessment instrument designed to support individuals in setting and achieving their goals for learning languages.
It includes these three components:
- Passport, where formal assessments and a student's self assessments (checklists) are documented,
- Biography, where information about a student's language background and intercultural activities are recorded, and
- Dossier, where samples of a student's work over time are archived.
This three-fold approach, based on the European Language Portfolio, enables language learners at all ages and levels to document their language learning as they move along the continuum towards greater proficiency.
LinguaFolio is not limited to documenting progress in learning "foreign" languages. Native speakers of languages other than English can use LinguaFolio to document both their progress in learning English as an additional language and their proficiency in their home language or languages. Native speakers of English learning other world languages can use LinguaFolio in a similar manner, documenting their progress in the additional language or languages they are learning, as well as documenting their level of proficiency in English.
Given this flexibility of purpose and design, LinguaFolio can be utilized to support language learning and articulation between levels in any setting: immersion programs, dual language programs, FLES programs, courses for adults, content-based language programs, or in traditional middle, high school and post-secondary language sequences.
The vision of LinguaFolio is to allow seamless progress in language learning as individuals move from one level to another, from one program to another, and even as they cease to participate in formal language instruction but continue active language learning independently. The goal is to empower each individual learner to take responsibility for her or his language proficiency and be able to continue to develop proficiency independently and autonomously once the formal sequence of language instruction has ended.
When teachers and learners work together to document language learning in this manner, language learners, as well as teachers and professors working at various levels, have a common language to describe what learners are able to do. Teachers and professors are able to articulate what demands courses make of learners and what level of proficiency is needed in order to attempt a course. Once this common language is established and utilized, meaningful articulation of language learning from pre-Kindergarten to post-graduate and beyond can and should result, thereby moving many more students to higher levels of proficiency efficiently and utilizing limited resources wisely.
LinguaFolio Self-Assessment Grid
Self Assessments (checklists)
Council of Europe: European Language Portfolio
A Common European Framework of References for Languages
Center of Information on Language Teaching and Research Elementary Portfolio-United Kingdom
(Scroll to the bottom to find the link to download the Elementary Portfolio)
The European Association for Quality Language Services (EAQUALS)
LinguaFolio is being talked about, piloted and implemented in a variety of educational venues across the nation. Some examples are:
Nebraska's 5-year longitudinal study conducted by Dr. Ali Moeller
(Click on Create New Teacher Account.)
A 5-state (VA, KY, SC, NC, GA) pilot
If you are interested in being part of the LinguaFolio initiative, please contact NCSSFL.